Reading is useful for language acquisition. By reading students can enrich their new vocabulary. It also gives positive effect for their spelling, grammar and punctuation. Another advantage is reading text provides good models for English writing. Students can learn how they construct sentences, paragraphs, and whole text.
The teacher should talk about things that are familiar to the students so it could be easier to understand and follow. That came up during the interview with the students, they enjoyed speaking English to each other about daily things. The students also said the main motivation for them was the knowledge that English is very useful in their everyday life and in their future. Learning through dramatizing and role play is a way the communicative approach advocates (Celce-Murcia, 2001, p.8). For example the teacher can let the students do a short dramatizing of a famous story they are familiar with, for example Red Riding Hood (J. Bylund, personal communication, 23rd of February 2017).
If readers use these skills effectively they would probably be able to understand the content of the text given to them. Variables such as reading attitude, reading purpose, prior knowledge about the text, textual structure, vocabulary knowledge; comprehension are considered as keys to the success of the reading process (Yıldırım, 2010). Ogle and Correa-Kovtun (2010) stressed the importance of teaching functional reading skills to language learners for they comprise almost 30% of the public students. Confucius (500 B.C) founded the epistemology of this research. His ideology of synchronization between the heart and mind when a person will try to discover new knowledge has a direct impact to cognitive and affective aspects of study.
This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
Listening, as we always heard of, is one of the most important part in learning languages. Since we listen to native speakers of the language, podcasts, or audiobooks, we start to imitate and make sense of the tones, words, and the sentences in that language. Furthermore, by doing this regularly, we become used to hear and talk more smoothly and use the desired language in a more organized way. Reading comes next after listening. Reading children books and short stories by a method called language shadowing is one of the best ways to create the same tone and accent as the native speakers.
Introduction: Reading is beneficial in acquiring language, according to Harmer, “ The more you read, the better you get at it” (Harmmer, 2007). This means reading is a significant skill that students should practice in daily life because it will support them in being more intelligent by having a lot of input, improve their language and construct their vocabulary as well as it will help them in their careers (Harmmer, 2007). Teachers should consider reading as an important skill and try to scaffold students in simple and fun way to make students feel interested to learn. In this paper I am going to analyze my MST`s reading lesson that I observed during my teaching practice to see what worked with her students and what did not work as well
What is reading? Reading" is the process which involves looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill by which we receive information but the process of reading also needs speaking skills, so that we can pronounce the words correctly that we read .
Introduction: The study of literature does not only enhance the four language skills( reading, writing, listening and speaking) but also reading literature from different periods add understanding to human experiences and values. Teaching and reading different literary genres can contribute to enhancing students' creative writing. In this regard literature is considered to be the core of language learning. Here stems the need for further investigation for the role of English literature in enhancing creative writing short stories and dramatic scenes. Statement of the problem: The relationship between English literature studies and creative writing is closely interrelated.
This study looks into the relationship between classroom interaction and teaching and learning English process of Vietnamese school students. More importantly, interaction encourages students to get more motivation to learn English. This study may provide readers two important benefits such as the theoretical and the practical point of view. From the theoretical one, the findings can help readers be aware of theoretical as well as methodological report of language learning or acquisition. Readers can take advantages of this study to carry out a further research in speaking class.
‘Good reading habit which keeps a student reading regularly for both pleasure and profit are the most valuable single stimulant for growth that the school has to impart.’ By Menon & Patel. Reading is the ability to extract from the written or printed page, the thoughts, facts and information required. It is a composite activity that takes place as a unit of action. It gives opportunities to study language : vocabulary, grammar, punctuation, and the way to construct sentence, paragraphs and texts and hence it is very important for a teacher to cultivate the skill of reading in his/her students. To do so a teacher has to plan a good number of Pre-Reading Activities for his/her students.